{"id":62280,"date":"2022-03-30T15:14:18","date_gmt":"2022-03-30T19:14:18","guid":{"rendered":"https:\/\/world.edu\/?p=62280"},"modified":"2022-03-30T15:14:18","modified_gmt":"2022-03-30T19:14:18","slug":"pause-pisa-international-standardized-student-testing-its-been-two-years-of-pandemic-schooling-stress","status":"publish","type":"post","link":"https:\/\/world.edu\/pause-pisa-international-standardized-student-testing-its-been-two-years-of-pandemic-schooling-stress\/","title":{"rendered":"Pause PISA international standardized student testing \u2014 it\u2019s been two years of pandemic schooling stress"},"content":{"rendered":"

\"\"
\nStudents are facing significant\u00a0psycho-social challenges<\/a>\u00a0as they return to their classrooms after two years of uneven pandemic schooling. Should schools be adding unnecessary tests to an overburdened educational system?<\/p>\n

Canada\u2019s\u00a0Council of Ministers of Education (CMEC)<\/a>\u00a0seems to think so:\u00a0Between April 18 and May 27<\/a>, CMEC will administer the Program for International Student Assessment (PISA) to a sample of about 30,000 15-year-old students from 1,000 schools in all 10 provinces.<\/p>\n

PISA is an\u00a0international research program from the Organization for Economic Cooperation and Development<\/a>\u00a0(OECD) that compares student performance in mathematics, science and reading.<\/p>\n

For\u00a0the past two decades<\/a>, every three years, 15-year-old Canadian students have participated in PISA. This year, CMEC continues to champion the benefits of PISA using the familiar refrain \u201cCanadians are concerned about the quality of education provided by schools<\/a>.\u201d<\/p>\n

Timely questions need to be raised in light of the decision to proceed with the administration of PISA across Canada this spring just as students are gaining some sense of schooling normalcy.<\/p>\n

For example, the\u00a0Student Well-Being and Resiliency Study<\/a>\u00a0conducted by\u00a0University of Calgary researchers<\/a>\u00a0documents considerable economic hardships and the psycho-social issues facing Calgary students and their families as schools clamour to support their learning.<\/p>\n

Who benefits from assessment?<\/strong><\/h4>\n

American education researcher Jack Buckley offers one helpful analytical framework for\u00a0revisiting the purpose of assessment<\/a>\u00a0after COVID-19. Buckley contends tests can be categorized into four quadrants: high burden, high value; low burden, high value; high burden, low value; low burden, low value.<\/p>\n

In other words, the perceived benefit of any assessment depends on one\u2019s role in the education system.<\/p>\n

For example, classroom teachers in Alberta found there was considerable time and effort required for\u00a0a province-wide school improvement program<\/a>. Funded by the Alberta government from 2000 to 2013, it focused on helping teachers develop assessments with support from university researchers.<\/p>\n

A\u00a0comprehensive impact study<\/a>\u00a0demonstrated teachers were better able to gauge and then respond to the individual learning needs of each student amid the growing diversity and complexity of Alberta\u2019s classrooms.<\/p>\n

Seen in Buckley\u2019s framework, while this assessment was high burden, it was also of high value to both teachers and students.<\/p>\n

It\u2019s important to consider a range of unintended consequences when determining the value and burden of a system-wide assessment. When teachers feel pressured to tailor their teaching to standardized testing \u2014 instead of what\u2019s needed in their classrooms \u2014 this can result in\u00a0narrow curriculum, increased teacher and student stress<\/a>\u00a0and\u00a0adverse effects on marginalized students<\/a>.<\/p>\n

Low value to students<\/strong><\/h4>\n

What worries us are tests that are of low value to students, families and educators in classrooms. PISA is a prime example.<\/p>\n

In Canada, PISA does not provide results for the specific students who take the test, nor does it provide results for the specific schools that participate. PISA only provides valid data at the provincial level, but how provinces use the data differs.<\/p>\n

What benefit will parents see for their children who are spending important instructional time completing assessments and questionnaires that offer no information about their progress?<\/p>\n

When school communities are addressing the impacts of the pandemic, PISA\u2019s inability to directly inform classroom practices of the test taker speaks to the little value it possesses.<\/p>\n

The Council of Ministers of Education champions the benefits of PISA as part of its \u201cpan-Canadian leadership<\/a>,\u201d but in post-pandemic recovery, what\u2019s needed are approaches tailored to meet the needs of Canadian students.<\/p>\n

We need a broader public discussion on the relative burden and value of standardized testing at this time to revisit how large-scale assessment contributes to educational development and policy-making across the country.<\/p>\n

While the benefits and costs of PISA remain\u00a0contested, one major problem has been how governments inappropriately interpret the data<\/a>.<\/p>\n

Divisive policies<\/strong><\/h4>\n

Consider Alberta, where successive governments led the charge in promoting the value of international assessments to evaluate\u00a0curriculum and other educational policies and programs<\/a>.<\/p>\n

Meanwhile, efforts to rewrite provincial curricula have been stalled since 2010 \u2014 perhaps the consequence of failing to remind Albertans that PISA does not assess how well students have learned a specific curriculum.<\/p>\n

Alberta\u2019s largely self-inflicted wounds afforded by PISA are not unique. Several other provinces \u2014 including\u00a0New Brunswick<\/a>\u00a0and\u00a0Nova Scotia<\/a>\u00a0\u2014 are examples of how provinces are looking towards OECD policies, driven by PISA,\u00a0to justify highly contested<\/a>\u00a0and divisive approaches to education.<\/p>\n

We need to support our schools during this time of transition. Well into the first year of the pandemic, the impacts on students were\u00a0well-documented<\/a>.\u00a0Research<\/a>\u00a0has illustrated the toll the COVID-19 pandemic has had on the mental health and well-being of young people and their families.<\/p>\n

Put students first<\/strong><\/h4>\n

In schools, it\u2019s critical to focus on assessments that are of high value for student learning. In the short-term, pausing PISA participation is an easy way to lessen the burden on our educators and students, and is simply the right thing to do.<\/p>\n

Given that\u00a0researchers have pointed to the uncertain futures<\/a>\u00a0of international large-scale assessments, we also encourage education ministries across the country to engage in a broader discussion with the education sector and the public concerning PISA.<\/p>\n

Now, more than ever, we need to ensure that all student testing has high value and directly helps educators promote student learning.<\/p>\n

Author Bios:<\/strong> J-C Couture is an Adjunct associate, Ontario Institute for Studies in Education and Department of Secondary Education, University of Alberta and David Rutkowski is Associate Professor of Education Policy, Educational Policy and Educational Inquiry at Indiana University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Students are facing significant\u00a0psycho-social challenges\u00a0as they return to their classrooms after two years of uneven pandemic schooling. Should schools be adding unnecessary tests to an overburdened educational system? Canada\u2019s\u00a0Council of Ministers of Education (CMEC)\u00a0seems to think so:\u00a0Between April 18 and May 27, CMEC will administer the Program for International Student Assessment (PISA) to a sample […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[428969],"coauthors":[11733],"class_list":["post-62280","post","type-post","status-publish","format-standard","hentry","category-education","tag-pisa-international-standardized-student-testing"],"acf":[],"yoast_head":"\nPause PISA international standardized student testing \u2014 it\u2019s been two years of pandemic schooling stress - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/pause-pisa-international-standardized-student-testing-its-been-two-years-of-pandemic-schooling-stress\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Pause PISA international standardized student testing \u2014 it\u2019s been two years of pandemic schooling stress - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Students are facing significant\u00a0psycho-social challenges\u00a0as they return to their classrooms after two years of uneven pandemic schooling. 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